This paper presents the implementation of a pedagogical teaching strategy associated with Histology laboratory classes, which includes three elements: analog models of tissue microarchitecture, a labeled virtual image hosted on the website morfohistologia.uvm.cl, and the use of a bright-field microscope. These three elements constitute the pedagogical triad, which arises from the need to reorganize practical classes because the classical model, which associates form and function from the cellular to the tissue level, generates a spatial conflict that prevents students from correctly developing three-dimensional morphology. Therefore, this pedagogical proposal suggests reorganizing this scheme from the macroscopic to the microscopic through the elements that make up the pedagogical triad. To determine the impact of this new way of teaching histology, five cohorts werecompared: 2018, 2019, 2022, 2023, and 2024. The methodological innovation was implemented starting in 2022, and in this first year of innovation, a satisfaction interview regarding the methodology used was conducted at the end of the course. Descriptive analysis indicates that the average final grade increased in the 2022 cohort, with the highest final grades occurring in 2023 and 2024. This difference was statistically significant only when comparing the 2019 cohort with all the others (2018, 2022, 2023, and 2024). Interviews revealed absolute acceptance by students of the implemented methodology, recognizing the triad as a strategy that helped them better understand and associate structure and function, as well as their three-dimensionality.
KEY WORDS: Histology; Histology Teaching; Pedagogical Triad; Virtual Learning Environments; Microscopy; Tissue Microarchitecture.
